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Reading fluency and reading comprehension are the determining factors at early grades. Children who are unable to read fluently and spend time to decode words get failed to understand the meaning of the written text. Taking into account this crucial problem, this study intends to determine the relationship between reading fluency and reading comprehension of learners at early grades. A qualitative survey was conducted to collect data from the learners studying in the six public schools by using convenient sampling technique. Informal Reading Inventory (IRI) was adopted to collect the data from learners studying at class two in public schools of district Multan. After applying the inferential statistics, simple linear regression was applied to infer the results of this study. Findings show a significant relationship between reading fluency and reading comprehension of learners. As to determine the current level of their reading fluency and reading comprehension, it is identified that learners are at frustrational level in reading and comprehending the written text. Keywords: Reading fluency, Comprehension, Early Childhood Education, Linear regression, Informal Reading Inventory

The current study attempted to map the relationship between corporal punishment and student motivation in public secondary schools of District Muzaffargarh, Punjab, Pakistan. This study hypothesized that there is no significant relationship between corporal punishment and student motivation in public secondary schools. It was also hypothesized that there is no significant difference between urban and rural secondary schools’ students as to facing the corporal punishment and their level of motivation. For this purpose, a correlational research design was adopted to conduct a quantitative survey. Two self-developed questionnaires were used to collect data from students selected via simple random sampling. The reliability of both questionnaires was acceptable according to the prescribed benchmarks. Simple linear regression and independent sample t-test were applied to analyze the collected data. The findings suggested that there is no relationship between corporal punishment and the motivation level of students. The finding of this study further suggested that students of rural secondary schools were facing more corporal punishment in contrast to the urban students, and consequently, their level of motivation was low. On the basis of the findings, it is recommended that strong measures should be taken by the concerned school to avoid corporal punishment, especially in rural schools.

This study analyzed the effect of ICT integration on secondary school students’ physics achievement and reasoning skills and used quasi-experimental pre-test post-test non-equivalent control group design. The study population comprised all the secondary school science students enrolled in grade 10th in secondary schools of district Multan. Two pre-existing/intact sections of grade 10th in one of the secondary schools constituted the study sample. Experimental group, comprising 31 students, was taught through ICT integration, while control group, comprising 30 students, was taught through traditional method. Researchers collected pre-test and post-test data using Physics Achievement Test (PAT). To measure students’ reasoning skills, a questionnaire comprising ten close-ended items designed on Likert 5-point scale, was administered to students after post-test. Both descriptive and inferential analyses were used to analyze the data. Data analysis indicated that the experimental group, who received instruction through ICT, performed significantly better than the control group. Furthermore, results showed that ICT integration enhanced students’ reasoning skills. Overall, this study revealed that the use of ICT integration has a positive effect on students’ physics achievement along with their reasoning skills. Finally, this study provides useful guidelines for teachers, administrators, and policymakers for improving school students’ academic performance.